Communicating Feedback at Halfway

How much time do I need?

It will be important to set aside sufficient time to discuss the evaluation fully with your student. Many practice educators report that at least an hour is required.

How do I communicate my halfway evaluation feedback effectively?

There is no one 'correct' way to talk through the evaluation. The following suggestions may be helpful as you decide upon your own approach.

• Ask your student to record reflections of their own performance, perhaps completing the SPEF-R2©. Discuss the similarities and disparities with your evaluation during your conversation. 
• Consider giving your student a copy of the evaluation feedback some time prior to your discussion. They will have time to process the information before you meet, perhaps leading to a more productive conversation.
• If your student hasn't seen the evaluation prior to your discussion, start by giving a brief overall summary, letting them know if they are passing or failing. The student might then be able to concentrate on the specific feedback you have for them.
• Give your student the opportunity to comment on an overall response to your evaluation. If  finding this difficult, you could ask if it is what they were expecting or reflect on any cues you are noting e.g. you seem relieved/disappointed … 
• Work systematically through the evaluation. For each domain begin by referring to the learning objective, and relate your discussion back to that objective. Before moving on to the next domain you may like to summarise where you think your student is at in terms of meeting the objective, and brainstorm plans of "where to from here".
• Ensure there is a close relationship between your verbal and written feedback e.g. in an attempt to be positive it is easy to say something is great or that your student has done a fantastic job. Students can then become confused or disappointed if the corresponding rating is a 3 (or even a 4).Choose your words very carefully!
• Have your notes of the student's performance handy. Some students may want more information about why you have chosen a particular rating. Try to remain calm and objective as you substantiate your decision, relating examples of what you have observed. Plan to have some examples of what else you would be looking for in order to award a higher rating in case this comes up.

Both sign and date the document at the end of the discussion. Make sure your student has their own copy to keep and refer to (for the paper-based version). For the online version - be sure to click on the “Email to student” button.